Common Planner
K–12 Standards

Core Process Goals for Gifted and Talented Seminars: Grades 6-12

Critical Thinking

  • 1

    Core Processes: Students shall demonstrate understanding of core processes fundamental to a differentiated curriculum.

    1.  

      Analysis

      1. 1

        Analyze a main idea in oral, written, and/or nonverbal formCRIT.1.1

      2. 2

        Examine the relationships among ideas and dataCRIT.1.2

      3. 3

        Provide supporting evidence for a particular idea, principle or generalizationCRIT.1.3

      4. 4

        Classify information into logical categoriesCRIT.1.4

      5. 5

        Scrutinize information and draw conclusions based on given or discovered principlesCRIT.1.5

      6. 6

        Apply the concept of the part-to-whole and the whole-to-part relationshipsCRIT.1.6

    2.  

      Synthesis

      1. 7

        Combine concepts, principles and generalizations to generate a new understandingCRIT.1.7

      2. 8

        Adapt information to be used in a different mannerCRIT.1.8

      3. 9

        Formulate compelling predictions based on available information or as a result of an actionCRIT.1.9

    3.  

      Evaluation

      1. 10

        Establish criteria for judging accuracy, relevance, or qualityCRIT.1.10

      2. 11

        Assess, according to the criteria, the organization, content, value, effectiveness and results of actions, decisions, ideas, or dataCRIT.1.11

      3. 12

        Defend, according to the criteria, accuracy and relevance of points used to support conclusions/predictionsCRIT.1.12

      4. 13

        Prove or disprove ideas by presenting evidenceCRIT.1.13

  • 2

    Application: Students shall apply reasoning techniques to demonstrate understanding of core processes. 

    1.  

      Logical Reasoning

      1. 1

        Demonstrate use of inductive reasoning byCRIT.2.1

        1. a

          Determining cause and effectCRIT.2.1.a

        2. b

          Analyzing open-ended problemsCRIT.2.1.b

        3. c

          Reasoning by analogyCRIT.2.1.c

        4. d

          Making inferencesCRIT.2.1.d

        5. e

          Determining relevant informationCRIT.2.1.e

        6. f

          Recognizing relationshipsCRIT.2.1.f

        7. g

          Solving insight problemsCRIT.2.1.g

      2. 2

        Demonstrate use of deductive thinking skills byCRIT.2.2

        1. a

          Identifying contradictory statementsCRIT.2.2.a

        2. b

          Analyzing syllogismsCRIT.2.2.b

        3. c

          Solving spatial problemsCRIT.2.2.c

      3. 3

        Distinguish between logical and illogical arguments CRIT.2.3

    2.  

      Inference

      1. 4

        Interpret the meaning of statementsCRIT.2.4

      2. 5

        Identify probable causes and effectsCRIT.2.5

      3. 6

        Use generalizations to solve problems or justify decisions CRIT.2.6

      4. 7

        Make predictionsCRIT.2.7

      5. 8

        Identify and support personal assumptions and/or those of others CRIT.2.8

      6. 9

        Identify and support personal points of view and/or those of others CRIT.2.9

    3.  

      Problem Solving

      1. 10

        Define/describe the problemCRIT.2.10

      2. 11

        Determine desired outcomeCRIT.2.11

      3. 12

        Brainstorm possible solutionsCRIT.2.12

      4. 13

        Establish criteria and test selected solutionsCRIT.2.13

      5. 14

        Evaluate solutionsCRIT.2.14

      6. 15

        Draw conclusions and implement solution(s)CRIT.2.15

    4.  

      Decision Making

      1. 16

        State desired goal/conditionCRIT.2.16

      2. 17

        State obstacles to goal/conditionCRIT.2.17

      3. 18

        Identify alternativesCRIT.2.18

      4. 19

        Examine alternativesCRIT.2.19

      5. 20

        Rank alternativesCRIT.2.20

      6. 21

        Choose best alternativeCRIT.2.21

      7. 22

        Evaluate actionsCRIT.2.22

    5.  

      Interpretation

      1. 23

        Analyze the motives of an author, speaker, or artist (e.g., to persuade, inform, entertain, elaborate, etc.)CRIT.2.23

      2. 24

        Analyze and critique the stylistic forms used by an author, speaker, or artist (e.g., metaphors, symbolism, irony, satire, understatement, exaggeration, personification, etc.)CRIT.2.24

      3. 25

        Compare and contrast different interpretations of a single work CRIT.2.25

    6.  

      Communication

      1. 26

        Distinguish between relevant and irrelevant pointsCRIT.2.26

      2. 27

        Demonstrate and apply verbal and nonverbal techniques used to influence thinking (e.g., generalities, emotional appeals, biased printand nonprint materials, body language, etc.)CRIT.2.27

      3. 28

        Use formal and/or informal debate to consider various positionsCRIT.2.28

    7.  

      Complexity

      1. 29

        Explore an idea or issue, examine the implication, and sift information for clarityCRIT.2.29

      2. 30

        Expand and/or restructure an original idea (e.g., by adding details and integrating new ideas, etc.)CRIT.2.30

      3. 31

        Evaluate the political, social, and economic implications of current issuesCRIT.2.31

      4. 32

        Distinguish and understand/acknowledge multiple perspectivesCRIT.2.32

Creative Thinking

  • 1

    Core Processes: Students shall demonstrate understanding of core processes fundamental to a differentiated curriculum.

    1.  

      Fluency

      1. 1

        Utilize brainstorming techniquesCRET.1.1

      2. 2

        Generate many alternatives in problem finding and problem solvingCRET.1.2

      3. 3

        Generate many alternatives to both verbal and nonverbal representations of ideas and feelingsCRET.1.3

    2.  

      Flexibility

      1. 4

        Generalize new and different approaches to problemsCRET.1.4

      2. 5

        Examine and change attributes (SCAMPER technique: Substitute, Combine, Adapt, Modify-Minify-Magnify, Put to another use, Eliminate, Reverse)CRET.1.5

      3. 6

        Adapt a single idea or material to many different usesCRET.1.6

      4. 7

        Transfer and apply a principle or concept to different areasCRET.1.7

    3.  

      Originality

      1. 8

        Create unique products or ideas by combining materials or ideasCRET.1.8

      2. 9

        Generate unique solutions to problemsCRET.1.9

      3. 10

        Generate unique answers to questionsCRET.1.10

      4. 11

        Use familiar objects in ways different from their intended purposeCRET.1.11

      5. 12

        Connect unrelated information to develop unique ideas or conceptsCRET.1.12

    4.  

      Elaboration

      1. 13

        Determine need for appropriate detail CRET.1.13

      2. 14

        Recognize gaps and missing elementsCRET.1.14

      3. 15

        Embellish objects, concepts, or questionsCRET.1.15

    5.  

      Curiosity

      1. 16

        Pose speculative questionsCRET.1.16

      2. 17

        Examine unfamiliar conceptsCRET.1.17

      3. 18

        Analyze conceptual relationships and interpretationsCRET.1.18

      4. 19

        Question discrepancies in thought or informationCRET.1.19

      5. 20

        Examine the relationship between problem finding and problem solving CRET.1.20

    6.  

      Imagination

      1. 21

        Create alternate outcomes/scenarios/endings, etc.CRET.1.21

      2. 22

        Demonstrate an ability to overcome conceptual blocks (e.g., environmental, expressive, cultural, perceptual, etc.) CRET.1.22

    7.  

      Risk Taking

      1. 23

        Defend personal beliefs and ideasCRET.1.23

      2. 24

        Challenge discrepancies in thought or information and develop alternative perspectivesCRET.1.24

      3. 25

        Predict consequences of risk takingCRET.1.25

      4. 26

        Assume responsibility for a course of actionCRET.1.26

      5. 27

        Identify societal challenges and propose solutionsCRET.1.27

Independent and Group Investigation

  • 1

    Core Processes: Students shall demonstrate understanding of core processes fundamental to a differentiated curriculum.

    1.  

      Questioning

      1. 1

        Formulate questions to gather relevant information IGI.1.1

      2. 2

        Discriminate between fact and opinionIGI.1.2

      3. 3

        Discriminate between relevant and irrelevant informationIGI.1.3

      4. 4

        Discriminate between reliable and unreliable sources of information IGI.1.4

    2.  

      Information Gathering

      1. 5

        Use a variety of appropriate sources, including individual/community resources and primary/secondary resourcesIGI.1.5

      2. 6

        Formulate a plan for gathering informationIGI.1.6

      3. 7

        Use electronic resources to gather and communicate informationIGI.1.7

      4. 8

        Develop and use appropriate vocabulary and terminologyIGI.1.8

      5. 9

        Use a variety of methods (e.g., note cards, paraphrasing written material, interviews, observation, etc.) to collect dataIGI.1.9

    3.  

      Organizing

      1. 10

        Compare and contrast dataIGI.1.10

      2. 11

        Group and label according to common attributesIGI.1.11

      3. 12

        Categorize and classify groups of concepts or objects according to given criteria or identify the scheme or standard by which they have been ordered (e.g., time, sizes, alphabetical order, etc.)IGI.1.12

      4. 13

        Prioritize objects/concepts by degree of personal importanceIGI.1.13

    4.  

      Product Development

      1. 14

        Design an original product based on information gathered and share the product with an appropriate audienceIGI.1.14

      2. 15

        Establish a realistic process for completing a productIGI.1.15

      3. 16

        Develop a set of criteria by which the product will be evaluatedIGI.1.16

      4. 17

        Gather evaluative data from appropriate sources IGI.1.17

      5. 18

        Evaluate the productIGI.1.18

Personal Growth

  • 1

    Core Processes: Students shall demonstrate understanding of core processes fundamental to a differentiated curriculum.

    1.  

      Self-concept

      1. 1

        Identify own special abilities, limitations, and stylesPG.1.1

      2. 2

        Set standards and goals appropriate to ability levelPG.1.2

      3. 3

        Develop and practice an attitude that fosters successPG.1.3

      4. 4

        Embrace the concept of lifelong learningPG.1.4

      5. 5

        Evaluate constructive and destructive criticism and put it into perspectivePG.1.5

      6. 6

        Evaluate the need for independence in thought and action PG.1.6

      7. 7

        Appreciate differences in learning styles and their appropriateness to specific tasks/situationsPG.1.7

    2.  

      Interpersonal Relations

      1. 8

        Respect the worth and rights of othersPG.1.8

      2. 9

        Develop a sensitivity to the feelings of other people PG.1.9

      3. 10

        Discover abilities and limitations of othersPG.1.10

      4. 11

        Consider different points of viewPG.1.11

      5. 12

        Accept and offer constructive criticismPG.1.12

      6. 13

        Understand that people are interdependentPG.1.13

      7. 14

        Identify one’s role as a member of various groupsPG.1.14

      8. 15

        Establish priorities necessary to group interactionsPG.1.15

    3.  

      Coping with Failure

      1. 16

        Accept responsibility for own actions and ideasPG.1.16

      2. 17

        Accept that all individuals experience failurePG.1.17

      3. 18

        Risk a mistake or failurePG.1.18

      4. 19

        Differentiate between achievable and non-achievable goals PG.1.19

      5. 20

        Try difficult tasksPG.1.20

      6. 21

        Analyze the cause of a failure or mistakePG.1.21

      7. 22

        Accept failure as a constructive part of a developmental processPG.1.22

    4.  

      Communication

      1. 23

        Express ideas, opinions, and feelings verbally and nonverballyPG.1.23

      2. 24

        Express information gathered through individual research verbally and nonverbally PG.1.24

      3. 25

        Translate one form of communication into a different form of communication PG.1.25

      4. 26

        Evaluate the effect of body languagePG.1.26

    5.  

      Leadership

      1. 27

        Define and assess characteristics of leadershipPG.1.27

      2. 28

        Discriminate between positive and negative attributes of a leaderPG.1.28

      3. 29

        Analyze the motivational aspects of effective leadershipPG.1.29

      4. 30

        Participate in activities that develop leadershipPG.1.30

    6.  

      Personal Decision Making

      1. 31

        State desired goal/conditionPG.1.31

      2. 32

        State obstacles to goal/conditionPG.1.32

      3. 33

        Identify alternativesPG.1.33

      4. 34

        Examine alternativesPG.1.34

      5. 35

        Rank alternativesPG.1.35

      6. 36

        Choose best alternative PG.1.36

      7. 37

        Evaluate actionsPG.1.37

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?
Core Process Goals for Gifted and Talented Seminars

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